Name: ________________________ Class: ___________________ Date: __________ ID: A

Topic 13 Assessment

Multiple Choice
Identify the choice that best completes the statement or answers the question.

____ 1. Which equation describes the honeydew melons below?

3× 1 = 3
a. c. 7× 1 = 7
2 2 2 2
6× 1 = 6 1 12
b. d. 12 × =
2 2 2 2

____ 2. What is the multiplication equation of a whole number times a fraction to go with this
picture?

3× 2 = 6 1× 1 = 6
a. c.
5 5 5 5
3× 3 = 6 5 10
b. d. 3 × =
5 5 5 5

3 of a sheet of
____ 3. Kendal is doing her science homework. For each problem, she uses
4
paper. How many sheets of paper will she need to complete 12 problems?

a. 6 sheets c. 9 sheets
7 1 sheets 1
b. d. 10 sheets
2 2

1
Name: ________________________ ID: A

9 written as a
____ 4. Nine out of 10 students preferred to do science in the morning. What is
10
decimal?

a. 0.09 b. 9.0 c. 0.9 d. 9.10

____ 5. Sixty-five out of 100 students at Marshlands Elementary wanted to spend the money they
earned selling calendars on playground equipment. What is this number written as a
decimal?

a. 65.100 b. 0.065 c. 0.65 d. 6.5

____ 6. Four siblings each guessed what fraction of a tank of gas it would take to drive to the
beach. Aaron’s guess was correct. Which number is best represented by Aaron’s guess
on the number line? ( label out of 12ths)

1 5 2 5
a. b. c. d.
4 6 3 12

2
Name: ________________________ ID: A

____ 7. Which fraction and decimal does point T represent on the number line?

2 and .6 3 and .6 1 and .8 8 and .8

a. b. c. d.
3 5 8 10

3?
____ 8. Which decimal is equivalent to
5

a. 0.30 b. 0.50 c. 0.60 d. 0.35

7 ?
____ 9. Which decimal is equivalent to
20

a. 0.7 b. 0.20 c. 0.14 d. 0.35

____ 10. Which of the following is equal to 40 + 6 + 0.7 + 0.02?

a. 46.27
b. 46.72
c. 40.72
d. 40.27

____ 11. What decimal is shown by the shaded part of the grid below?

a. 0.47 b. 4.7 c. 0.047 d. 47.0

3
Name: ________________________ ID: A

____ 12. A meteorologist reported that 2.5 inches of snow fell last night. What is the value of the 5
in 2.5?

a. five ones c. five tens

b. five hundredths d. five tenths

____ 13. Order the decimals from least to greatest. 7.33, 7.29, 7.71

a. 7.71, 7.29, 7.33 c. 7.71, 7.33, 7.29

b. 7.29, 7.33, 7.71 d. 7.33, 7.29, 7.71

____ 14. Which amount is made of 9 dollars, 2 dimes, and 7 pennies?

a. $11.07 c. $9.72
b. $9.09 d. $9.27

____ 15. Marsha spent 4 dollars and 8 dimes for school supplies. How much did she spend?

a. $4.08 c. $0.48
b. $4.80 d. $12.80

____ 16. What is a good estimate for point F on the number line?

a. 0.55 b. 0.61 c. 0.65 d. 0.69

____ 17. Which equation describes the honeydew melons below?

8× 1 = 8 4× 1 = 4
a. c.
2 2 2 2
4× 2 = 8 1 2
b. d. 2 × =
2 2 2 2

4
Name: ________________________ ID: A

1 of a sheet of paper.
____ 18. Kendra is doing her math homework. For each problem, she uses
2
How many sheets of paper will she need to complete 10 problems?

a. 20 sheets c. 8 sheets
b. 10 1 sheets d. 5 sheets
2

____ 19. What is the multiplication equation of a whole number times a fraction to go with this
picture?

4× 2 = 8 1× 1 = 8
a. c.
5 5 5 5
4× 3 = 8 3 12
b. d. 4 × =
5 5 5 5

____ 20. One out of 10 children play chess. What is this number written as a fraction?

1 1 1 10
a. b. c. d.
10 3 100 1

____ 21. Which fraction and decimal are best represented by point T on the number line?

3 and 0.3 2 and 0.4 2 and 0.6 3 and 0.6

a. b. c. d.
10 5 5 10

5
Name: ________________________ ID: A

2?
____ 22. Which decimal is equivalent to
5

a. 0.25 b. 0.50 c. 0.20 d. 0.40

____ 23. Tell the value of the 6 in 725.62.

a. six ones c. six tenths

b. six tens d. six hundredths

____ 24. Order the decimals from least to greatest.

8.39, 8.43, 8.4

a. 8.4, 8.39, 8.43 c. 8.4, 8.43, 8.39

b. 8.43, 8.39, 8.4 d. 8.39, 8.4, 8.43

____ 25. Nadine had 4 dimes in her pocket. How do you write the value of 4 dimes?

a. $4
b. $0.44
c. $0.40
d. $0.04

6
 ID: A

Topic 13 Assessment
Answer Section

MULTIPLE CHOICE

1. ANS: B PTS: 1 REF: Lesson 13-1

NAT: 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
TOP: Fractions as Multiples of Unit Fractions: Using Models
2. ANS: A PTS: 1 REF: Lesson 13-2
NAT: 4.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5),
recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b.)
TOP: Multiplying a Fraction by a Whole Number: Using Models
3. ANS: C PTS: 1 REF: Lesson 13-3
NAT: 4.NF.4c Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by
using visual fraction models and equations to represent the problem. For example, if each person at a
party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of
roast beef will be needed? Between what two whole numbers does your answer lie?
TOP: Multiplying a Fraction by a Whole Number: Using Symbols
4. ANS: C PTS: 1 REF: Lesson 13-4
NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals
5. ANS: C PTS: 1 REF: Lesson 13-4
NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals
6. ANS: D PTS: 1 REF: Lesson 13-5
NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals on the Number Line

1
 ID: A

7. ANS: D PTS: 1 REF: Lesson 13-5

NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals on the Number Line
8. ANS: C PTS: 1 REF: Lesson 13-6
NAT: 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
TOP: Equivalent Fractions and Decimals
9. ANS: D PTS: 1 REF: Lesson 13-6
NAT: 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
TOP: Equivalent Fractions and Decimals
10. ANS: B PTS: 1 REF: Lesson 13-7
NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Decimal Place Value
11. ANS: A PTS: 1 REF: Lesson 13-7
NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Decimal Place Value
12. ANS: D PTS: 1 REF: Lesson 13-7
NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Decimal Place Value
13. ANS: B PTS: 1 REF: Lesson 13-8
NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Comparing and Ordering Decimals
14. ANS: D PTS: 1 REF: Lesson 13-9
NAT: 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
Represent measurement quantities using diagrams such as number line diagrams that feature a
measurement scale. TOP: Using Money to Understand Decimals
15. ANS: B PTS: 1 REF: Lesson 13-9
NAT: 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
Represent measurement quantities using diagrams such as number line diagrams that feature a
measurement scale. TOP: Using Money to Understand Decimals

2
 ID: A

16. ANS: C PTS: 1 REF: Lesson 13-10

NAT: 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
TOP: Problem Solving: Draw a Picture
17. ANS: C PTS: 1 REF: Lesson 13-1
NAT: 4.NF.4a Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to
represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
TOP: Fractions as Multiples of Unit Fractions: Using Models
18. ANS: D PTS: 1 REF: Lesson 13-3
NAT: 4.NF.4c Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Solve word problems involving multiplication of a fraction by a whole number, e.g., by
using visual fraction models and equations to represent the problem. For example, if each person at a
party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of
roast beef will be needed? Between what two whole numbers does your answer lie?
TOP: Multiplying a Fraction by a Whole Number: Using Symbols
19. ANS: A PTS: 1 REF: Lesson 13-2
NAT: 4.NF.4b Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a
fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5),
recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b.)
TOP: Multiplying a Fraction by a Whole Number: Using Models
20. ANS: A PTS: 1 REF: Lesson 13-4
NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals
21. ANS: B PTS: 1 REF: Lesson 13-5
NAT: 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100. For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions
can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
TOP: Fractions and Decimals on the Number Line
22. ANS: D PTS: 1 REF: Lesson 13-6
NAT: 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
TOP: Equivalent Fractions and Decimals
23. ANS: C PTS: 1 REF: Lesson 13-7
NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Decimal Place Value

3
 ID: A

24. ANS: D PTS: 1 REF: Lesson 13-8

NAT: 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
TOP: Comparing and Ordering Decimals
25. ANS: C PTS: 1 REF: Lesson 13-9
NAT: 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller unit.
Represent measurement quantities using diagrams such as number line diagrams that feature a
measurement scale. TOP: Using Money to Understand Decimals